Joanna Pardo Joanna Pardo

TP3: Lexis Lesson


Abc Lesson Activities and Text
Abc Google Forms: Form Activity
Abc Google Forms: Controlled Practice Activity
Abc Techer's Cheat Sheet
Abc face2face Upper Intermediate Student's Book
Abc Jamboard

Main Aims

  • To provide clarification of verbs and prepositions in the context of crime.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of crime.


Lead-in (3-5 minutes) • To set lesson context and engage students

T welcomes Ss to the session, this lesson will be the first of three for the day. T shares screen with Jamboard (slide 1) and introduces the topic of crime. T shares link with Ss with the lean-in questions. T gives short instructions "I will put you in breakout rooms so you can discuss these questions for 2 minutes." T creates BOR and monitors. T brings Ss back to main session and asks one S to talk about their parter's experiences with these questions.

Text-work (5-7 minutes) • To provide context for the target language through a text

T will introduce new stage by sharing new link with Ss (text). T will give new instructions. "Read the text in the new link, and choose the correct title for each case. There are 3 cases, you have 2 minutes." Ss will remain in the main session while they read and choose their answers individually. After 2 minutes are over, T will ask for Ss attention and give new in structions "Discuss your answers with your partner through private text message, you have 2 minutes" T will quickly indicate who is working with who and allow Ss to discuss for 2 minutes. ICQ: "Do you know how to text your partner privately?" T will grab Ss attention when time is up and quickly go over correct answers with Jamboard (slide 2).

Language Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T will explain they will be going over new vocabulary: Persuade Cope Succeed Reduce Apply T will share new link with Ss through chat with Meaning task. T will give new instructions: "In the new link, please read the sentences and match the the highlighted words to their meaning. You will be working in pairs, you have 2 minutes." ICQ: "Are you ready, do you have the link open?" T will break Ss into BOR and monitor. When time is up, T will bring Ss back to the main session. T will share screen with Jamboard (slide 3) and ask Ss for the correct answers one by one in order of appearance in Zoom window. T will allow other Ss to provide corrections in case wrong answers are given. If necessary, T wil go over CCQs: PERSUADE o If you persuaded someone to do something, did they do it? Yes. ---- If students answer “No”, add “If you persuaded someone to do something, that means they did it. If you did not persuade someone to do something, that means they didn’t do it because you weren’t convincing.” o Did they want to do it from the start? No. o How do you persuade somebody? You talk to them. COPE o When someone copes with a difficult situation, are they happy about it? No o Is it a happy situation? No o What kind of situations can you cope with? Death, losing a friend, failing a class, a divorce, etc.  Does someone cope with losing a friend? Yes, it’s a difficult situation.  Does someone cope with winning the lottery? No, because that’s a happy situation. SUCCEED o Is succeeding a positive or a negative thing? Positive o If you succeed in doing something, did you want that to happen? Yes. You did an effort. o What is the opposite of succeed? To fail REDUCE o If the price of an item is reduced, does the number go up or down? Down o Do we want crime rates to reduce or to increase? To reduce (Hand gestures from teacher could help clarify meaning) APPLY o If you want to go to the United States, what document do you need to apply for? A visa o How do you apply for a visa? You present a form with your information. o Do they always give everyone the visa? No, because it is a request and not a demand. For Form GD task, T will ask Ss to refresh the link with new task (Google Forms). Ss will remain in the main session as they find the prepositions that usually come with the verbs. "Look at the text again and find the prepositions that go after the verbs we just learned. You have 2 minutes, we will remain here." T will allow Ss to read the text and find the prepositions. When time is up, T will share screen with Jamboard (slide 4) and go over answers with Ss. Finally for MFP, T will go over pronunciation with Ss. T will model word, ask for number of syllables, stressed syllable and drill chorally and individually.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

T will share Ss the new link (Google Form) and go over new instructions. "Fill the gaps with the correct form of the verb in parenthesis, and the correct preposition. You will be woking alone for 3 minutes, but please do not submit your answers when you are done." ICQ: "Where are you going to answer? (On the Google Form link in the chat)" "What verbs do you need to use? (The ones in parenthesis at the end of the sentences)" T will allow Ss to answer the form in the main session. T will grab Ss attention when time is up and give new instructions: "You will now discuss your answers with a partner. You have 2 minutes". T will create BOR and monitor as Ss discuss answers. When time is up, T will go over answers with Ss and Jamboard (slide 6). If Ss have trouble with the correct answers, T will ask for help from other Ss.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will allow Ss to use the TL by giving new instructions: "You will work in pairs again, you will be asking each other the questions you just created. Talk with your partner for 4 minutes." T will create BOR and monitor Ss' use of the TL. If students did not use TL successfully, T will ask Ss for each others' answers in the main session (without mentioning the question so Ss are prompted to use the TL). T will conduct OCFB on the task, focusing on language. T will go over possible mistakes made during this stage while using the TL, and add a good use of the language. T will use Jamboard to present the sentences, and ask for Ss' ideas on how to correct them. T will wrap up the session and thanks Ss.

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